Recognising, Counting and Tracing Numbers 1-160 with Number Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Second Term
Week: 2
Age: 5 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Recognition, counting, tracing and number words for numbers up to 100.
Topic: Numbers 1-160: Recognition, Counting, Tracing and Number Words
Subject Matter: Numbers 1 – 160 Recognition of figures: 1 – 160, Counting objects 1 – 160, Tracing figures 1- 160, Reading figures written in words: 1 – 160.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Recognise and identify numbers from 1 to 160.
• Count objects accurately up to 160.
• Read number words for figures from 1 to 160.

Affective Domain

• Show enthusiasm while counting and tracing numbers.
• Participate actively in number games and activities.

Psychomotor Domain

• Trace and write numbers from 1 to 160 correctly.
• Match number figures with their corresponding number words.

Social Domain

• Take turns when counting or identifying numbers.
• Collaborate with peers during group counting activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4.
• Early Childhood Care and Education Numeracy Resources.
• Suitable early-years numeracy workbook/textbook.

Instructional Materials

• Large number chart (1-160)
• Number flashcards (1-160)
• Small counting objects (beads, bottle tops, stones, sticks)
• Pencils and notebooks/workbooks
• Whiteboard/chalkboard and markers/chalk
• Erasers

Rationale for the Lesson

This lesson is crucial for Pre-School Level 4 pupils as it builds on their foundational number knowledge, extending their ability to recognise, count, and write numbers up to 160. Mastering this range helps them develop a strong sense of number, which is essential for everyday tasks like counting money, telling time, and understanding quantities in their environment.

Prerequisite/Previous Knowledge

Pupils can recognise, count, trace, and write numbers up to 100. They can also read some basic number words.

Lesson Content/Board Summary

Numbers 1-160: Recognition, Counting, Tracing and Number Words

Numbers help us count things around us. Today, we will learn about numbers from 1 to 160.

1. Number Recognition (1-160)

We see numbers everywhere! On clocks, phones, calendars, and even on cars. We will learn to recognise numbers from 1 up to 160.

• Look at the number chart and point to each number as we say it.
• Identify numbers when the teacher shows a flashcard.

2. Counting Objects (1-160)

Counting means finding out “how many” there are. We can count many things!

• Count beads, bottle tops, or sticks in groups.
• Count on from a given number (e.g., “After 50 is 51, 52…”).

3. Tracing and Writing Numbers (1-160)

We will learn how to write numbers correctly. Remember to start at the top and follow the lines.

• Tracing: Follow the dotted lines to form numbers.
• Writing: Practise writing numbers neatly in your books.

4. Number Words (1-160)

Numbers can also be written with words. It’s important to know both the figure and the word.

• Examples:
• 1 – One
• 2 – Two
• 10 – Ten
• 20 – Twenty
• 30 – Thirty
• 45 – Forty-five
• 50 – Fifty
• 60 – Sixty
• 70 – Seventy
• 80 – Eighty
• 90 – Ninety
• 100 – One hundred
• 101 – One hundred and one
• 110 – One hundred and ten
• 120 – One hundred and twenty
• 135 – One hundred and thirty-five
• 140 – One hundred and forty
• 150 – One hundred and fifty
• 160 – One hundred and sixty

We will match the number figures with their words.

Key Words

• Number – A symbol or word used to count.
• Count – To say numbers in order or find the total quantity.
• Trace – To draw over a line or figure.
• Recognise – To know and identify something seen before.
• Figure – The written symbol for a number (e.g., 1, 2, 3).
• Word – The written name for a number (e.g., One, Two, Three).

Counting and Tracing Rhyme

Tune: “Twinkle, Twinkle Little Star”

Numbers, numbers, big and small,
Let’s count them, one and all.
From one to sixty, we will go,
Then to one hundred, watch them grow.
One hundred sixty, we will reach,
Learning numbers, we will teach!
Trace them neatly, round and straight,
Numbers help us, it’s so great!

Actions: Point to numbers on a chart, make tracing motions in the air, clap hands for “great”.

Watch and Practise Counting

https://www.youtube.com/watch?v=0k-rU0yT52g

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Manipulation of Objects, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets pupils and leads a quick review of numbers 1-50 by counting aloud and showing flashcards. The teacher introduces the topic: learning numbers 1-160.

Pupils’ Activity: Pupils respond to greetings, count along with the teacher, identify numbers shown on flashcards, and listen attentively to the new topic.

Learning Point: Pupils recall prior knowledge of numbers and get ready for the lesson.

Step 2: Presentation – Recognition and Counting (1-60)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher displays the number chart (1-160). The teacher points to numbers 1-60 in sequence, saying each number clearly. The teacher then asks pupils to identify random numbers within this range.

Pupils’ Activity: Pupils observe the chart, repeat numbers after the teacher, and point to or say the names of identified numbers.

Learning Point: Pupils recognise and orally count numbers from 1 to 60.

Step 3: Guided Practice – Counting Objects and Tracing (1-60)

Time: 5 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher provides small groups of objects (e.g., 20 beads, 35 bottle tops) and guides pupils to count them. The teacher then demonstrates tracing numbers 1-60 on the board and guides pupils to trace them in their notebooks/workbooks.

Pupils’ Activity: Pupils count the provided objects in small groups. They practise tracing numbers 1-60, following the teacher’s guidance.

Learning Point: Pupils develop one-to-one correspondence in counting and practise correct number formation for 1-60.

Step 4: Presentation – Recognition and Counting (61-120)

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher draws pupils’ attention to numbers 61-120 on the chart. The teacher points and counts on from 60, then asks pupils to identify specific numbers like 75, 99, 100, 115.

Pupils’ Activity: Pupils observe the chart, count along from 60, and identify the numbers when called out by the teacher.

Learning Point: Pupils extend their recognition and oral counting skills to numbers 61-120.

Step 5: Guided Practice – Counting Objects and Tracing (61-120)

Time: 4 minutes

Teaching Skill: Guided Practice/Supervision

Teacher’s Activity: The teacher provides more counting objects and guides pupils to count larger groups (e.g., count 100 sticks, then add 15 more). The teacher demonstrates tracing numbers 61-120 and supervises pupils as they trace in their books.

Pupils’ Activity: Pupils count objects, practising counting on. They trace numbers 61-120 in their notebooks/workbooks.

Learning Point: Pupils reinforce counting skills and number formation for the range 61-120.

Step 6: Application – Recognition, Tracing, Writing and Number Words (121-160)

Time: 4 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher introduces numbers 121-160 on the chart, emphasizing the “one hundred and…” pattern. The teacher writes number figures (e.g., 130, 145, 160) and their words on the board, guiding pupils to read and match them. Pupils then practise writing numbers 1-160 in their books or fill in missing numbers in a worksheet.

Pupils’ Activity: Pupils recognise numbers 121-160, read number words, and match figures with words. They write numbers 1-160 or complete missing number exercises.

Learning Point: Pupils apply recognition, writing, and number word skills for the full range up to 160.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to number 105 on the chart.”
2. “Count these 25 beads for me.”
3. “What number comes after 159?”
4. “Show me how to write number 132.”
5. “Match the word ‘One hundred and fifty’ to its figure.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation

Teacher’s Activity: The teacher praises pupils for their hard work and summarises that they have learned to recognise, count, trace, and read number words for numbers up to 160. The teacher gives a simple assignment to practise writing numbers 1-160 at home.

Pupils’ Activity: Pupils listen to the summary and receive their assignment.

Learning Point: Pupils consolidate their learning and are encouraged to practise further.

Lesson Keywords

• Number – A symbol or word used to count.
• Count – To say numbers in order or find the total quantity.
• Trace – To draw over a line or figure.
• One Hundred – The number 100.
• One Hundred and Sixty – The number 160.

Differentiation

• Support: For pupils struggling with the larger numbers, provide a smaller number range (e.g., 1-100) to focus on first. Use larger number cards and hand-over-hand guidance for tracing. Provide more opportunities for one-on-one counting with concrete objects.
• Extension: For pupils who quickly grasp the concept, challenge them to identify numbers that come before or after a given number in the 1-160 range. They can also try to write a few more number words or create simple number sequences.